“金课”背景下基于“产出导向法”的语音课程建设

A Pronunciation Curriculum Design and Practice Based on“Production-oriented Approach”and“Golden Courses”Requirements

高校“英语语音”课程作为巩固学生语音基础,提升朗读、口语技能的专业课程,由于其教学内容难度低,教学方式千篇一律,常被误解为“音标复习课”。在高校大力提倡“金课”建设的时代背景下,如何改革诸如“英语语音”的外语学科基础课程,使其符合“金课”中“两性一度”的要求,是一个值得被讨论的话题。本研究以某理工类院校的语音课程为例,引入“产出导向法”作为整个课程设计的理论框架,对课程教学目标进行宏观调整,以“驱动—促成—评价”为核心环节,对教学内容和宏观教学流程进行重新构建,以提升课程的难度和实用性。基于16个学时的教学实践和反馈收集,研究发现教学目标的具象化使看似基础的教学内容变得更有挑战性,同时增强了学生的学习动机。“产出导向法”的这一特质为基础类外语课程进行“金课”建设,改革传统教学方法提供了新的思路。

As a series of professional lessons for consolidating students’pronunciation,reading and speaking skill,“English Pronunciation”course has often been misunderstood as“lessons for reviewing phonemes”due to the lack of challenge and creativity in teaching and learning.In the context of building“Golden Courses”in higher education,how such foundational courses should be reformed to meet the its new requirements is a debatable issue.This research has addressed the concern by employing“Production-oriented Approach”(POA)as a theoretical framework to re-design the“English Pronunciation”curriculum in a university of science and engineering,involving a macro adjustment of teaching goals,the re-organization of teaching content and teaching process centered in core steps of“motivating-enabling-assessing”in order to strengthen complexity and practicality of the course.Based on a 16-teaching-hour practice and feedback afterwards,the research found that the embodiment of teaching goals into tasks enables curriculum to be more challenging and motivating,which also indicates the possibility of POA as an effective approach to developing other“Golden Courses”and innovating traditional teaching methods.